Our ELA Standards as a
Learning Progression:
A New Easy-to-Use Tool
Presented by
Kathy Clements
Former CRA Area 2 Director
November 5, 2011
CRA Conference
Session Objectives
Engage in a quick reflection of CA’s
responses to reading research.
2. Interact with a cool tool– a Learning
Progression Chart (LPC) of ELA
standards.
3. Connect use of the LPC to working
smarter together to impact student
learning.
1.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
2
Section 1
A Quick History Walk
Reflecting on California’s
response to reading
research.
1967 to present
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Highlights in Reading Research
1967-Learning to Read
1987-CA Language Arts Framework
1990-Beginning to Read
1995-Every Child A Reader
1996-Teaching Reading
1997-CA English/Language Arts Standards
1998-CA Reading/Language Arts Framework
2000-CDE Approved K-8 Language Arts Programs
2000-National Reading Panel
2002-CDE Approved K-8 Language Arts Programs
2007-CA Reading/Language Arts Framework
2008-CDE Approved K-8 Language Arts Programs
2009-RLA AdoptionToolkit
2010-Adoption of CA Common Core ELA
Standards
Norm-referenced
assessments:
CTBS
Terra Nova
Criterion-referenced
assessments:
CST/HSEE
EPT
CMA/CAPA
4
Instruction
Assessment
Curriculum
Assessment
Instruction
Chall
“Whole Language”
Framework
Curriculum
ELA Standards
NRP 2000
Scientifically rigorous, standards- 5
based RLA programs
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
Aligning and Refining
Assessment
Assessment
Curriculum
Curriculum
Instruction
Before Standards
NOW
THEN
Instruction
Instruction
Assessment
Curriculum
Aligning CIA:
Responding to ALL students’ needs.
Post-standards
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Section 2
What is a Learning Progression?
Learning envisioned as a development of
progressive sophistication in understanding
and skills within a domain.
…there is a sequence along which students
move incrementally from novice to more
expert.
…implicit in progression is a notion of
continuity and coherence.
Margaret Heritage (2008)
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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My accidental discovery…
STEP 1:
All teachers at every grade level in a DAIT
Pilot district identified ‘essential
standards’ (using criteria from Reeves) to
inform refinement of their existing
assessment system.
Criteria:
O
O
O
Readiness for success at the next grade level or
course?
Endurance across many grade levels?
Leverage for other academic disciplines or other
domains within ELA standards?
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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An engaging discussion
Teachers marked the CST
Blueprints using this code:
+
Definitely meets criteria
? Maybe meets criteria
O
Definitely does not meet criteria
Criteria:
•Readiness
•Endurance
•Leverage
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Next steps
STEP 2:
A grade-level lead from each site met to
priority rank those standards
previously identified as ‘essential’ or
‘potentially essential.’
STEP 3:
I volunteered to analyze for missing
links across grade level spans.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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2nd
3rd
4th
5th
1.7 Understand and
explain common
antonyms and
synonyms.
1.4 Use knowledge of
antonyms, synonyms,
homophones and
homographs to
determine the
meanings of words.
1.2 Apply knowledge
of antonyms,
synonyms, idioms,
and word origins,
derivations to
determine the
meaning of words and
phrases.
1.2 Use word origins
to determine the
meaning of unknown
words.
1.8 Use knowledge of
individual words in
unknown compound
words to predict their
meaning.
1.6 Use sentence and
word context to find
the meaning of
unknown words.
1.4 Know common
roots and affixes
derived from Greek
and Latin and use this
knowledge to analyze
the meaning of
complex words.
1.3 Understand and
explain frequently
used synonyms,
antonyms and
homographs.
1.9 Know the meaning
of simple prefixes and
suffixes.
1.7 Use a dictionary to
learn the meaning and
other features of
unknown words.
1.5 Use a thesaurus to 1.4 Know abstract,
determine related
derived roots and
words and concepts.
affixes from Greek
and Latin, and use
this knowledge to
analyze the meaning
of complex words.
1.10 Identify simple
multiple meaning
words.
1.8 Use knowledge of
prefixes and suffixes
to determine the
meaning of words.
1.6 Distinguish and
interpret multiple
meaning words.
R.1.5 Understand and
explain the figurative
and metaphorical use
of words in context. 11
2nd
3rd
4th
5th
1.7 Understand and
explain common
antonyms and
synonyms.
1.4 Use knowledge of
antonyms, synonyms,
homophones and
homographs to
determine the
meanings of words.
1.2 Apply knowledge
of antonyms,
synonyms, idioms,
and word origins,
derivations to
determine the
meaning of words and
phrases.
1.2 Use word origins
to determine the
meaning of unknown
words.
1.8 Use knowledge of
individual words in
unknown compound
words to predict their
meaning.
1.6 Use sentence and
word context to find
the meaning of
unknown words.
1.4 Know common
roots and affixes
derived from Greek
and Latin and use this
knowledge to analyze
the meaning of
complex words.
1.3 Understand and
explain frequently
used synonyms,
antonyms and
homographs.
1.9 Know the meaning
of simple prefixes and
suffixes.
1.7 Use a dictionary to
learn the meaning and
other features of
unknown words.
1.5 Use a thesaurus to 1.4 Know abstract,
determine related
derived roots and
words and concepts.
affixes from Greek
and Latin, and use
this knowledge to
analyze the meaning
of complex words.
1.10 Identify simple
multiple meaning
words.
1.8 Use knowledge of
prefixes and suffixes
to determine the
meaning of words.
1.6 Distinguish and
interpret multiple
meaning words.
R.1.5 Understand and
explain the figurative
and metaphorical use
of words in context. 12
2nd
1.7 Understand and
explain common
antonyms and
synonyms.
3rd
1.4 Use knowledge of
antonyms,
synonyms, … to
determine the
meanings of words.
4th
1.2 Apply knowledge
of antonyms,
synonyms, … to
determine the
meaning of words
and phrases.
1.4 Use knowledge of
… homophones and
homographs to
determine the
meanings of words.
1.10 Identify simple
multiple meaning
words.
1.9 Know the
meaning of simple
prefixes and suffixes.
5th
1.3 Understand and
explain frequently
used synonyms,
antonyms and … see
below
1.3 Understand and
explain frequently
used … homographs.
1.6 Distinguish and
interpret multiple
meaning words.
1.8 Use knowledge of
prefixes and suffixes
to determine the
meaning of words.
1.4 Know common
roots and affixes
derived from Greek
and Latin and use
this knowledge to
analyze the meaning
of complex words.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
1.4 Know abstract,
derived roots and
affixes from Greek
and Latin, and use
this knowledge to
analyze the meaning
of complex words.
13
It just made sense to add…
O Blueprint information from
O CST
O HSEE
O CMA
O CAPA
O Early Placement Test info from 11th
grade/EAP Program
O English Language Development standards
relationships
O Begin with Pre-kindergarten ‘Foundations’
Finally use color-coding to distinguish various
assessments and visually capture the current
weight of CST and HSEE.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Quick visual analysis-ELA
ELD
CST
R.1.1
B-EA
5
R.1.3
I-A
2
HSEE CAPA CMA
1
F
2
1
There are additional columns to allow for local ranking or
prioritization as well as assessment linkage.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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A snapshot of LPC with color-coding:
WRITTEN AND ORAL ENGLISH
LANGUAGE CONVENTIONS (4th)
2
4
%
WRITTEN AND ORAL ENGLISH
LANGUAGE CONVENTIONS (5th)
2
3
%
Sentence Structure
*
*
1.1 Use simple and compound sentences in
writing and speaking
1.2 Combine short, related sentences with
appositives, participial phrases, adjectives,
adverbs, and prepositional phrases
1.3 Identify and use regular and irregular verbs,
adverbs, prepositions, and coordinating
conjunctions in writing and speaking
I
A
I
A
3
1.1 Use simple, compound, and
compound-complex sentences...
CONT'D BELOW
1.1 Identify and correctly use
prepositional phrases, appositives, and
independent and dependent clauses; use
transitions and conjunctions to connect
ideas
2
4
1.2 Identify and correctly use verbs that
are often misused (e.g., lie/lay, sit/set,
rise/raise), modifiers, and pronouns
3
Punctuation
1.5 Use underlining, quotations marks, or italics
to identify titles of documents
1.3 Use a colon to separate hours and
minutes and to introduce a list; use
quotation marks around the exact words
of speaker and titles of poems, songs,
short stories, and so forth
B
A
1
1
2
1
Capitalization
*
1.6 Capitalize names of magazines, newspapers,
works of art, musical compositions,
organizations, and the first word in quotations
when appropriate
1.7 Spell correctly roots, inflections, suffixes and
prefixes, and syllable constructions
I
A
4
3
B
A
2
1
1.4 Use correct capitalization
I
A
3
2
4
2
*
1.5 Spell roots, suffixes, prefixes,
contractions, and syllable constructions
correctly
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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B
A
3
B
A
3
B
A
2
B
A
4
1.1 CONT'D ...use effective
coordination and subordination of
ideas to express complete thoughts
1.2 Identify and properly use
indefinite pronouns and present
perfect, past perfect, and future
perfect verb tenses; ensure that
verbs agree with compound subjects
Punctuation
B
A
3
2
1.3 Use colons after the salutation in
business letters, semi-colons to
connect independent clauses, and
commas when linking two clauses
with a conjunction in compound
sentences
Capitalization
B
A
3
2
Spelling
B
A
B
A
Grammar
Capitalization
Spelling
*
*
*
*
*
*
Grammar
I
A
#
#
Sentence Structure
2
Punctuation
1.4 Use parentheses, commas in direct
quotations, apostrophes in the possessive case
of nouns and in contractions
WRITTEN AND ORAL
ENGLISH LANGUAGE
CONVENTIONS (6th)
#
#
#
Sentence Structure
Grammar
*
*
#
#
1.4 Use correct capitalization
Spelling
B
A
4
2
1.5 Spell frequently misspelled
words correctly (e.g., their, they’re,
there)
16
Take a close-up look
O Grade levels are displayed across the top
from 3-year-old to 11th – 12th grade.
O Columns follow the Blueprint layout, but
host all standards, not just those that are
‘tested,’ using language as published in
our Framework.
O Extra blank columns on left allow for
ranking, assessment planning, publishing
agreements.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Section 3
Imagining Possibilities
Think-Pair-Share-Quad
Think of a possible use of this chart.
For what purpose and with whom?
1. Discuss your idea with a partner.
2. Join another pair and share your ideas
with one another.
3. Determine one idea to share with whole
group.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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In action…
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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A snapshot of LPC with highlighting of agreements:
2
4
%
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (4th)
2
3
%
WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS (5th)
Sentence Structure
*
1.1 Use simple and compound sentences in writing and speaking
#
#
#
#
#
WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS (6th)
Sentence Structure
I
A
3
Sentence Structure
1.1 Use simple, compound, and compound-complex
sentences... CONT'D BELOW
2
*
*
*
*
*
1.2 Combine short, related sentences with appositives, participial
phrases, adjectives, adverbs, and prepositional phrases
I
A
1.1 Identify and correctly use prepositional phrases,
appositives, and independent and dependent clauses; use
transitions and conjunctions to connect ideas
2
Grammar
*
*
1.3 Identify and use regular and irregular verbs, adverbs, prepositions,
and coordinating conjunctions in writing and speaking
4
1.2 Identify and correctly use verbs that are often misused
(e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns
3
Punctuation
B
A
1
1
2
1
1.3 Use a colon to separate hours and minutes and to
introduce a list; use quotation marks around the exact words
of speaker and titles of poems, songs, short stories, and so
forth
Capitalization
*
1.6 Capitalize names of magazines, newspapers, works of art, musical
compositions, organizations, and the first word in quotations when
appropriate
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable
constructions
3
B
A
2
1
1.4 Use correct capitalization
I
A
3
2
4
2
*
1.5 Spell roots, suffixes, prefixes, contractions, and syllable
constructions correctly
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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B
A
3
B
A
3
B
A
2
B
A
4
1.1 CONT'D ...use effective coordination and
subordination of ideas to express complete thoughts
1.2 Identify and properly use indefinite pronouns and
present perfect, past perfect, and future perfect verb
tenses; ensure that verbs agree with compound
subjects
Punctuation
B
A
3
2
1.3 Use colons after the salutation in business letters,
semi-colons to connect independent clauses, and
commas when linking two clauses with a conjunction in
compound sentences
Capitalization
B
A
3
2
Spelling
B
A
B
A
Grammar
Capitalization
Spelling
*
*
4
Punctuation
1.5 Use underlining, quotations marks, or italics to identify titles of
documents
1.4 Use parentheses, commas in direct quotations, apostrophes in the
possessive case of nouns and in contractions
I
A
Grammar
I
A
#
#
1.4 Use correct capitalization
Spelling
B
A
4
2
1.5 Spell frequently misspelled words correctly (e.g.,
their, they’re, there)
20
Possible uses
O
O
O
O
O
O
O
O
O
Identify ‘Essential Standards’
Vertical articulation
I.E.P. goals and objectives
Assessments: entry-level, formative,
benchmark, summative, report cards
Extended instructional opportunities
Analyze program impact on student
achievement
Multi-grade classrooms
PLC collaboration
Curriculum pacing
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Perhaps the biggest impact…
This Learning Progression Chart pushes us to
view our educational system as our students
experience it, rather than in our own classroom
silos, ‘grade-level’ or ‘content area’ teams, or
individual school sites.
This LPC supports our transition from CA’s 1997
ELA Standards to the Common Core State
Standards, the multi-state system currently
under development.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Session Objectives
Engage in a quick reflection of CA’s
responses to reading research.
2. Interact with a cool tool– a Learning
Progression Chart (LPC) of ELA
standards.
3. Connect use of the LPC to working
smarter together to impact student
learning.
1.
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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Learning Progression Chart
Kathy Clements, M.A. Ed./RLA
Education Consultant--Literacy Systems
(530) 570-1977
kathy.clements.coots@gmail.com
‘Semi-Retired’ from:
Butte County Office of Education
For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements
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